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INDONESIA
Pubmedia Jurnal Pendidikan Bahasa Inggris
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30260329     DOI : https://doi.org/10.47134/jpbi
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Pubmedia Jurnal Pendidikan Bahasa Inggris (JPBI) is a scientific journal published by Indonesian Journal Publisher. JPBI publishes four issues annually in the months of October, January, April, and July. This journal only accepts original scientific research works (not a review) that have not been published by other media. The focus and scope of Pubmedia Jurnal Pendidikan Bahasa Inggris include research of classroom language, teaching methodology, teacher education, assessment of language, needs analysis, materials development and evaluation, discourse analysis, acquisition studies in EAP contexts, research writing and speaking at all academic levels, linguistics, applied linguistics, and language planning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 128 Documents
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Utilizing Let’s Read Asia Website to Enhance Students’ Reading Comprehension in Descriptive Text Cici Tiara Dewi
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2728

Abstract

The aim of this study is to determine the effectiveness of the Let’s Read Asia website to be applied for improving Junior High School students’ comprehension in reading descriptive texts. A quantitative method through a quasi-experimental design was applied to 60 seventh grade students from a school in Surabaya, Indonesia. The data collection method was incorporated through writing tests prior and following the treatment that assessed aspects of understanding adjectives and meanings in descriptive texts. The data obtained were analyzed using an independent sample t-test with the purpose of determining differences that were statistically significant and using effect size calculations to assess the magnitude of the effect of the platform. The result demonstrated a notable increase in the pre-test average score of 61.83 and the post-test score of 81.67, indicating that the platform can be used to improve reading skills in descriptive texts. The independent sample t-test for the experimental class revealed a statistically significant difference. The media usage is demonstrated to have a large effect on the learning process. Findings highlight the benefit of the platform for further enhancing students’ ability in reading.
Figurative Language Found In The Song Lyric “Jealously” By Olivia Rodrigo Maria Yasinta Endang; I Putu Andri Permana
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2767

Abstract

This article discusses the figurative language used in the lyric song Jealously by Olivia Rodrigo. The author assumes that the song’s figurative language is intended to pique the interest of music fans in describing their feelings. The article entitled ‘an analysis of figurative language in the lyric song Jealously by Olivia Rodrigo aims to identify what types and find the meaning of the figurative language in the song. To analyze the data, the main theory used in this article is the figurative language theory proposed by Arp and Perrine (1991), Meanwhile to analyze the meaning the writer proposed the theory by Leech (1981). The data on the song lyric was collected by downloading the song from youtube, listening to and understanding the song lyric, and taking notes classifying the data based on figurative language. As a result of this analysis, the researcher found 5 types of figurative language found in song lyrics. They were simile consisted of 1 (16%) word, overstatement had 1 word (16%), personification 2 words (36%), irony 1 word (16%), and paradox 1 word (16%). The data were analyzed descriptively by using qualitative methods. The data is taken from one edition of the song released in 2021. These lyrics convey a deep feeling of sorrow and regret. The jealousy expressed is not related to doubts about infidelity, but instead highlights the unbearable hurt of witnessing an ex-lover move forward and discover joy with another person.
The Influence of Students’ Interest in Digital Writing Platforms on Their Writing Achievement in Undergraduate Students Galuh Uzhma Lailly; Syalwa Noviana Putri; Risma Wahyu Aprilia; Meisha Frida Aurelia; Nadia Citra Khairunissa; Sujito Sujito
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2773

Abstract

This study investigates the influence of undergraduate students’ interest in digital writing platforms on their writing achievement. The research employed a quantitative correlational design involving 35 undergraduate students enrolled in an English writing course at a university in Indonesia. Data were collected through a questionnaire measuring students’ interest in digital writing platforms and a writing test assessed using the ESL Composition Profile rubric. Descriptive statistics and Pearson Product-Moment Correlation analysis were conducted using IBM SPSS Statistics. The findings revealed that most students demonstrated moderate to high levels of interest in digital writing platforms, with 54.3% categorized as having high interest, while only 2.9% showed low interest. Students’ overall writing achievement was classified at a moderate level (M = 67.54, SD = 3.53), with content receiving the highest average score among the five assessed writing components. The correlation analysis indicated a statistically significant negative relationship between students’ interest in digital writing platforms and their writing achievement (r = -0.592, p < 0.05), suggesting that higher levels of interest were associated with lower academic writing performance. These findings imply that although digital writing platforms can enhance students’ engagement, motivation, and accessibility in writing activities, they may also promote informal writing habits that are inconsistent with formal academic writing conventions. Therefore, educators should integrate explicit academic writing instruction, including guidance on grammar, organization, vocabulary, and formal writing conventions, into the use of digital platforms so that students’ digital engagement can effectively support the development of their academic writing proficiency.
The Improvement of English Speaking Competence of Philology Students Through Sociodrama Technology Kohhorova Madinahon Abdukodir Kizi
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2790

Abstract

This study investigates the effectiveness of an improved pedagogical system based on sociodrama technology for developing English speaking competence among first-year undergraduate students majoring in Philology and Language Teaching (English). The research was designed to address the growing need for more interactive, student-centered, and practice-oriented approaches in foreign language instruction at higher education institutions. The experimental work was conducted in four stages: diagnostic and prognostic, organizational-preparatory, practical, and generalizing. During the initial stage, curricula, syllabi, and educational materials were carefully analyzed, while classroom observations and questionnaire surveys were used to identify the main difficulties encountered in teaching and learning English speaking skills. At the practical stage, sociodrama-based activities, methodological recommendations, and specially designed teaching materials were systematically introduced into classroom instruction as well as independent learning tasks. The participants were divided into a control group of 30 students and an experimental group of 32 students. The final results revealed a clear advantage for the experimental group: 44% of students achieved grade 5, 41% received grade 4, and only 15% received grade 3, whereas in the control group the corresponding figures were 17%, 37%, and 46%. These findings demonstrate that sociodrama technology has a positive impact on learners’ motivation, communicative activity, creativity, confidence, and contextual speaking performance. The study confirms that the improved pedagogical system can be effectively implemented in higher education foreign language instruction to enhance students’ oral communication skills and overall language competence
The Lexicographic Presentation of Social Media Marketing Terms In English and Uzbek Language Dictionaries Mirova Nargiza Sayfullayevna
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2791

Abstract

In the context of rapid digitalization and the global expansion of social media platforms, Social Media Marketing (SMM) has developed a dynamic and specialized terminology predominantly rooted in English. This article provides a comparative lexicographic analysis of SMM terms as they appear in English-language glossaries and dictionaries versus their representation (or absence) in Uzbek lexicographic sources. Drawing on specialized online English glossaries and recent Uzbek academic research, the study reveals significant differences in standardization, borrowing patterns, translation strategies, and terminological adaptation. While English lexicography offers mature, comprehensive, and readily accessible resources, Uzbek sources remain underdeveloped, relying heavily on transliteration, partial translation, and ad hoc academic compilations. The findings emphasize the urgent need for a standardized Uzbek terminological dictionary to support national linguistic policy, marketing education, and professional practice in the Republic of Uzbekistan
Self-Regulated Learning in the Age of GenAI How Undergraduate EFL Students Engage with Chat-Based AI in Essay Writing Rifqah
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2817

Abstract

This study explores how undergraduate EFL students use chat-based AI tools in essay writing through the lens of Self-Regulated Learning (SRL), focusing on the forethought, performance, and self-reflection phases. A qualitative research design was used, and data were collected through semi-structured interviews with 12 English Education students selected through purposive sampling based on their experience using chat-based AI tools. The data were analyzed using thematic analysis with both deductive and inductive coding. The findings show that in the forethought phase, students mainly set simple goals such as completing essays quickly, getting good grades, and meeting academic requirements. They also used AI to help generate ideas and organize essay structure when they had difficulties. In the performance phase, students used chat-based AI for brainstorming ideas, improving grammar and vocabulary, and developing their writing. However, they did not fully depend on AI output and often rewrote and checked the content to maintain originality and clarity. In the self-reflection phase, students viewed AI as helpful for improving writing speed, ideas, and language quality, but they also expressed concerns about overuse and dependence. Despite this, most students reported improvements in their writing skills and planned to continue using AI carefully. The study concludes that chat-based AI supports students in essay writing, but its effectiveness depends on how students regulate its use across SRL phases. The findings show that students are starting to apply self-regulated learning strategies, although their writing is still strongly influenced by task completion goals and academic demands.
A Study on the Relationship Between Reading Habits and English Reading Comprehension of Tenth Grade Students of Broadcasting Deparment at Smk Negeri 2 Kupang in the Academic Year 2025/2026 Yuliana Darlin Basri; Alexander H. Kabelen; Antonia Tefa
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2826

Abstract

This study aimed to determine the relationship between students’ reading habits and their reading comprehension in English at Grade X Broadcasting Department of SMK Negeri 2 Kupang in the Academic Year 2025/2026. This study employed a descriptive qualitative method. The participants of the study were ten students of Grade X Broadcasting who were selected based on several criteria, including their reading habits, reading abilities, participation in classroom activities, and willingness to participate in the interview process. The data were collected through classroom observation and semi-structured interviews. The data were analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing.The findings showed that students had different reading   habits in terms of reading interest, reading frequency, types of reading materials, and reading strategies. The observation results indicated that students who were able to read texts fluently, clearly, and confidently generally demonstrated better comprehension of the texts. Meanwhile, students who experienced difficulties in reading also faced difficulties in understanding the content of the texts. The interview results revealed that students who read more frequently tended to have better vocabulary knowledge, used effective reading strategies, and found it easier to understand English texts. In contrast, students who rarely read reported difficulties related to limited vocabulary and lack of reading practice. Based on the observation and interview findings, the study concluded that there was a relationship between students’ reading habits and their reading comprehension in English.
Students’ Perceptions on Using Quizizz Platform for Reading Comprehension of Recount Text of the Tenth Grade at Smkn 2 Kupang Fenti Herodiana Lakapu; Novriani R. Manafe; Zantty O. Padahana
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2842

Abstract

This research aimed to identify students’ perceptions and difficulties in using the Quizizz platform for reading comprehension of recount texts of the tenth-grade students of class X TKR 2 at SMKN 2 Kupang. This research used a descriptive qualitative method involving 26 students as participants. The data were collected through observation, questionnaires, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings showed that students had positive perceptions toward the use of Quizizz in reading comprehension learning activities, as they felt interested, motivated, and actively participated in answering questions related to recount texts. However, students also showed negative perceptions, which were reflected in several difficulties, including limited vocabulary mastery, difficulty in understanding grammar, especially the simple past tense, dentifying the generic structure of recount texts, confusion in understanding Quizizz instructions, and technical problems such as unstable internet connections and device issues. These difficulties affected students’ ability to comprehend the recount texts, answer the questions correctly, and access the Quizizz platform smoothly. The findings indicate that Quizizz creates an interactive and engaging learning environment for reading comprehension; however, students still experience both learning-related and technical difficulties. Therefore, teachers are recommended to apply appropriate teaching strategies when using Quizizz in reading activities to help students overcome these difficulties while maintaining their motivation and engagement.

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